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Discovery Learning: Development of a Unique Active Learning Environment for Introductory Chemistry

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Title: Discovery Learning: Development of a Unique Active Learning Environment for Introductory Chemistry
Language: English
Authors: Ott, Laura E., Carpenter, Tara S., Hamilton, Diana S., LaCourse, William R.
Source: Journal of the Scholarship of Teaching and Learning. Dec 2018 18(4):161-180.
Availability: Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Peer Reviewed: Y
Page Count: 20
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Discovery Learning, Active Learning, Large Group Instruction, Science Instruction, Introductory Courses, Chemistry, Cooperative Learning, Student Centered Learning, Inquiry, Science Process Skills, Curriculum Implementation, Teaching Methods, Outcomes of Education, Science Teaching Centers, Science Achievement, Undergraduate Students, School Holding Power, Majors (Students), Nonmajors, Graduation Rate
Geographic Terms: Maryland (Baltimore)
ISSN: 1527-9316
Abstract: It is well established that active learning results in greater gains in student conceptual knowledge and retention compared to traditional modes of teaching. However, active learning can be very difficult to implement in a large-enrollment course due to various course and institutional barriers. Herein, we describe the development and implementation of Discovery Learning, a novel active learning discussion/recitation for a large enrollment general chemistry course. Drawing on the very successful cooperative learning pedagogies Process-Oriented Guided Inquiry Learning (POGIL) and Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP), Discovery Learning involves students working in self-managed teams on inquiry problems in a unique learning environment, the Chemistry Discovery Center. In this case study, we will describe the design and implementation of Discovery Learning and report data on its successes, which include increased student performance and retention.
Abstractor: As Provided
Number of References: 63
Entry Date: 2018
Accession Number: EJ1200478
Database: ERIC
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  Data: Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
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  Data: It is well established that active learning results in greater gains in student conceptual knowledge and retention compared to traditional modes of teaching. However, active learning can be very difficult to implement in a large-enrollment course due to various course and institutional barriers. Herein, we describe the development and implementation of Discovery Learning, a novel active learning discussion/recitation for a large enrollment general chemistry course. Drawing on the very successful cooperative learning pedagogies Process-Oriented Guided Inquiry Learning (POGIL) and Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP), Discovery Learning involves students working in self-managed teams on inquiry problems in a unique learning environment, the Chemistry Discovery Center. In this case study, we will describe the design and implementation of Discovery Learning and report data on its successes, which include increased student performance and retention.
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      – Text: English
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